Using language, symbols, and texts resources

Students answer questions about a bar graph which shows the number of different types of animals at the zoo.

Students produce a simple written description, using nouns and adjectives with some precision.

The focus of this resource is selecting the appropriate punctuation to end sentences. The resource ends with a shared activity where students write some sentences about themselves, share them with a partner, and give each other feedback on their punctuation.

Students read a non-fiction contents page to identify where to go for different information.

Students read a boy's description of himself, identify the places in which capital letters have been omitted for proper nouns, and insert these.

This task assesses close reading and making inferences about the setting, backdrop, props, costumes, and acting required in a performance of the Junior Journal play "Too Much Noise".

Students produce a simple written description, using nouns and adjectives with some precision.

Task: Complete a diagram of part of the water cycle and answer a question about rain. Assessment focus: Question a) – the water cycle and conventions of diagrams; question b) – evaporation of a solution.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

For this NEMP task students fill in a postcard about a holiday. Students' writing is assessed on postcard conventions, content, and legibility.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

The use of metaphors and similes is explored in this poem about umbrellas in a storm. Text provided.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.

A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Students write an advertisement to sell a kayak on a website.

Students first do the science activity Throwing Balloons 2 (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Students read a poster about railway crossing safety to answer retrieval and inferential questions.

A recount about a whale watch is the context for comprehension questions that require making inferences. The recount is reproduced in the resource. SJ-1-1-1998. Text provided.

Students select answers that demonstrate their understanding of alphabetical order.

Students write four questions about an animal they would like to find out about.